International Conference on Technological Intelligence and Business Strategies

Authors - Jemima Achiah, Benjamin Ghansah, Stephen Opoku Oppong, Charles Buabeng Andoh, Joseph Kwabena Essibu, Christopher Yarkwah
Abstract - The integration of digital literacy within basic education has become increasingly important in preparing learners with the competencies required for participation in twenty-first-century society. This study investigates how basic school teachers in Ghana foster learners’ dig-ital literacy competencies within the context of the Standards-Based Curriculum. Specifically, the study examines the instructional strategies employed by teachers, the contextual challenges influencing implementation, and the extent to which these practices shape learner engagement and digital skill acquisition. An embedded mixed-methods research design was adopted, com-bining qualitative and quantitative approaches to provide a comprehensive understanding of classroom practices and learner experiences. Qualitative data were collected through semi-struc-tured interviews with six teachers and observations of school digital infrastructure, while quan-titative data were obtained from 122 learners across three public basic schools in Komenda, Ghana. The findings revealed that teachers predominantly employed learner-centered pedagogi-cal approaches, including hands-on instruction, collaborative learning activities, and the integra-tion of learner-owned digital devices to facilitate practical engagement. Despite persistent chal-lenges relating to inadequate infrastructure, limited access to digital resources, and insufficient professional development opportunities, these instructional practices contributed positively to learners’ motivation, confidence, and practical ICT competencies. The study contributes to the limited empirical literature on teacher-driven digital literacy development within Ghanaian basic education and highlights the critical need for sustained teacher capacity building, improved dig-ital infrastructure, and supportive policy interventions to strengthen effective digital literacy in-tegration in resource-constrained educational contexts.